1. 1 Gender, Lies and Video Games: the Truth about Females and Computing Maria M. Klawe Dean of Engineering and Applied Science, Princeton University Chair, Board of Trustees, ABI Past President of ACM

2. 2 Why do fewer females  Play computer and video games?  Take computer science courses?  Major in computer science?  Go into computing careers?  End up in senior positions?

3. 3 Myths (lies?) about computing?  Computers are a boy toy  Teenage girls spend more time on the internet than boys  [Girls, women] can’t do math  Girls outperform boys in high school math  You have to program 24/7 and …  Programming is boring  Computer people have no life  To succeed you need to be born with the computer gene  Computing jobs are all gone now

4. 4 Myths? Lies?  Some of these “myths” were [are] partially true at some point  They persist in influencing students, teachers, parents, media

5. 5 Some “truths”  Boys spend more time playing video and computer games than girls  Boys and girls like different things in video and computer games  Most games are designed for boys and men  Most boys who learn to program early do so in order to create a computer game  Boys monopolize access to computers at school and at home

6. 6 Some “truths”  Under-prepared high school CS teachers rely on boy hackers in class  Males taking intro CS courses are more prepared and act more confident  Assignments focus on CS rather than applications  Software, assignments often buggy

7. 7 More truths  In N.A. gender differences appear early and are sustained into adulthood  Using computers by age 7-10  getting access  choice of activities  style of use  confidence  Interest in courses/careers by age 10-14

8. 8 K-12 SWIFT Career Interest Survey 1998-1999  7300 Vancouver students in grades 8, 10, 12  participation decided by English class teacher (60% participation) but results from entire schools analogous  interest in subjects, ability in subjects, career influences  participation, interest, ability in IT activities  perception of different kinds of careers

9. 9 Interest in taking a course

10. 10 Expected performance

11. 11 Career influences

12. 12 Issue 1  Choice of careers follows interest and perceived ability  Most females think that computing is less interesting than other options and and that they won’t be as good at it

13. 13 Issue 2  Females often have the “impostor syndrome” to a higher degree than males  [lack of confidence, lack of sense of belonging]  this causes many females to leave computing courses and careers  Imposter syndrome occurs at all ages, career points, and levels of achievement

14. 14 solutions  Increasing interest in computing  Increasing confidence  Increasing sense of belonging

15. 15 Increasing interest  Change the image  media, games, contests, workshops, speakers, programming in math curriculum  Emphasize applications  Have computer science majors with… psychology, biology, art, music, languages, statistics, math, chemistry, theatre, business  Provide work experience (coop terms)  Include team work, users, communication, volunteer opportunities  Give her a [new] laptop of her own

16. 16 Increasing confidence  How we teach  Pairs programming, assignments in labs  Unfailing encouragement, positive feedback  Role models and mentors  Peer cheer-leading groups  Comfy home base  Ok to cry  Learning how to become strong in an area of weakness

17. 17 Increasing sense of belonging  Achieving critical mass  Creating environments supportive of personal lives  Ensuring inclusive language, images, examples  Suppressing jerky behavior  Treasuring difference of opinion, difference of experience  Hearing female voices

18. 18 Everyone can contribute  Encourage  Provide role models  Work on the image  Help high school CS teachers (JETT project)  Use pairs programming in intro classes  Make your environment PL-friendly  photos, kid presence, part-time, flex-time  Hear female voices  Join ACM

19. 19 The contribution of Larry Summers?

20. 20 Remembering Anita Borg www.abi.org

21. 21 references  Women in Computing, CACM Jan. 1995 Vol. 38, No. 1 [ACM DL]  Proc. Women, Work and Computing 2000, Vancouver, BC.  Women and Computing, Inroads, SIGCSE Bulletin, Vol. 32, No. 2, 2002 [ACM DL]  Unlocking the Clubhouse, Margolis and Fisher, MIT Press 2002 (paperback 2003)  Female Computer Science Students Who Pair Program Persist, Linda L. Werner, Brian Hanks and Charlie McDowell, preprint (submitted to JERIC)

22. 22 Questions and comments